the whole-school approach seeks to address teacher

INTRODUCTION TO BEHAVIOR MANAGEMENT

Topic Objective:

At the end of this topic student would be able to understand:

Concept of whole school approach.

Definition/Overview:

Whole School Approach: A whole-school approach to behavior leadership, management

and discipline essentially addresses the key aims, practices and plans a school consciously

seeks to pursue in their day-to-day life as a local learning community.

The whole-school approach seeks to address teacher behavior as well as student behavior.

Schools use classroom meetings to enhance whole-school commitment meetings to problem

solving.

Key Points:

1. Structural and Professional Teacher

Structural and professional teacher school isolation is one cause of teacher stress.

Creating a united whole-school culture is not easy, but it is essential if we are to have a

supportive environment.

When addressing behavior management in schools, it is easy to focus on the by staff

discipline of students, on their behavior. Whole-school behavior management is more than

that. It involves everybody's behavior to everybody.

The teacher should direct or refer to the rule/right and give take-up time where appropriate. If

the student continues being rude, challenging or threatening the teacher should utilize time-

out options immediately.

Topic : Developing Preferred Practices Of Behavior Management

Topic Objective:

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Concept of Behavior Management

Concept of discipline and school discipline


Behavior Management: In its most general sense, discipline refers to systematic instruction

given to a disciple. This sense also preserves the origin of the word, which is Latin disciplina

"instruction", from the root discere "to learn," and from which disciples "disciple, pupil" also

derives.

Key Points:

1. Discipline

To discipline thus means to instruct a person or animal to follow a particular code of conduct,

or to adhere to a certain "order." Consequently, "in the field of child development, discipline

refers to methods of modeling character and of teaching self-control and acceptable

behavior." So for example, to discipline a child to wash its hands before meals. Here,

'washing hands before meals' is a particular pattern of behavior, and the child is being

disciplined to adopt that pattern. 'To disciple' also gives rise to the word disciplinarian, which

denotes a person who enforces order. An ideal disciplinarian is one who can enforce order

without coercion for "family specialists agree that using physical force, threats and put-downs

can interfere with a child's healthy development." Usually however, the phrase 'to discipline'

carries a negative connotation. This is because enforcement of order - that is, ensuring

instructions are carried out - is often regulated through punishments.

To be disciplined is then, subject to context, either a virtue (the ability to follow instructions

well) or a euphemism for punishment (which may also be referred to as disciplinary

procedure). As a concrete noun, the discipline refers to an instrument of punishment, for

example in mortification of the flesh. Such an instrument may also be applied to oneself, for

example in penitence for not being sufficiently self-disciplined.

Self-discipline refers to the training that one gives one's self to accomplish a certain task or to

adopt a particular pattern of behavior, even though one would really rather be doing



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something else. For example, denying oneself of an extravagant pleasure in order to

accomplish a more demanding charitable deed. Thus, self-discipline is the assertion of

willpower over more base desires, and is usually understood to be a synonym of 'self control'.

Self-discipline is to some extent a substitute for motivation, when one uses reason to

determine a best course of action that opposes one's desires.

School discipline refers to regulation of children and the maintenance of order ("rules") in

schools. These rules may, for example, define the expected standards of clothing,

timekeeping, social behavior and work ethic. The term may also be applied to the punishment

that is the consequence of transgression of the code of behavior. For this reason the usage of

school discipline sometimes means the administration of punishment, rather than behaving

within the school rules.

Church discipline is a response of an ecclesiastical body to some perceived wrong, whether in

action or in doctrine. Its most extreme form in modern churches is excommunication. Church

discipline can also refer to the rules governing some ecclesiastical order, such as priests or

monks, such as clerical celibacy.

An academic discipline refers to a body of knowledge that is being given to - or has been

received by - a disciple. The term may then denote a 'sphere of knowledge' that an individual

has chosen to specialize in. In an institute of higher learning, the term 'discipline' is often a

synonym of 'faculty'.

In unionized companies, discipline may be a regulated part of a collective bargaining

agreement and subject to grievance procedures.

2. School Discipline

School discipline is a form of discipline appropriate to the regulation of children and the

maintenance of order in schools. A playground plan addresses how we address behavior

issues in corridors; playgrounds; lunch times; even on the buses. In a classroom where a

teacher is unable to maintain order and discipline, students become unmotivated and

distressed, and the climate for learning is diminished, leading to underachievement. It is

important to involve support staff, canteen staff, crossing supervisors and bus drivers in such

reviews and policy development. When developing a whole-school approach the key areas



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for intervention and change arc the local school community. It is appropriate to direct the

student to cool-off time or even an exit from the room time-out.

In Section 2 of this course you will cover these topics:Positive Discipline

The Establishment Phase Of The YearTopic : Positive Discipline

Topic Objective:


Concept of school code of conduct

Behavior management

Positive discipline


School Code of Conduct: A school's code of conduct for students needs to reflect the

school's aims for management.

A good deal of corrective discipline and management concerns low-level but annoying

behavior-calling out, lateness, not having equipment, task avoidance, talking out of turn,

chair leaning.

The concept of 'least intrusive' includes our tone of voice. Positive language can have its

meaning significantly affected by being said in a sarcastic tone.

Key Points:

1. Behavior Management

Behavior management is similar to behavior modification. It is a less intensive version of

behavior modification. In behavior modification the focus is on changing behavior, while in

behavior management the focus is on maintaining order. Behavior management skills are

particularly of importance to teachers in the educational system. Behavior management is all

of the actions and conscious inactions to enhance the probability people, individually and in

groups, choose behaviors which are personally fulfilling, productive, and socially acceptable



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2. Uses of Behavior Management

Many of the principles and techniques used are the same as behavior modification yet

delivered in a less intensive and consistent fashion. Usually, behavior management is applied

at the group level by a classroom teacher as a form of behavioral engineering to produce high

rates of student work completion and minimize classroom disruption. In addition, greater

focus has been placed on building self control- Brophy writes:

"Contemporary behavior modification approaches involve students more actively in planning

and shaping their own behavior through participation in the negotiation of contracts with their

teachers and through exposure to training designed to help them to monitor and evaluate their

behavior more actively, to learn techniques of self-control and problem solving, and to set

goals and reinforce themselves for meeting these goals."

In general behavior management strategies have been very effective in reducing classroom

disruption.

While such programs can come from a variety of Behavioural change theories, the most

common practices rely on the use of applied behavior analysis principles such as positive

reinforcement and mild punishments (such as response cost and Child time-out. In general the

reward component is considered effective.For example, Cotton reviewed 37 studies on

tokens, praise and other reward systems and found them to be highly effective in managing

student classroom behavior. The most comprehensive review of token procedures to match to

children's level of behavioral severity was Walker's text "The acting out child"

3. Building Prosocial Behavior

Over the years, behavioral management principles such as reinforcement, modeling and even

the use of punishment have been explored in the building of prosocial behavior. This area is

sometimes referred to as "Behavioral Development" or Behavior Analysis of Child

Development". Midlarsky and colleagues used a combination of modeling and reinforcement

to build altruistic behavior. Two studies exist in which modeling by itself did not increase

prosocial behavior; however, modeling is much more effective then instruction giving such as

"preaching". The role of rewards has been implicated in the building of self-control and



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empathy. Cooperation seems particularly susceptible to rewards. Sharing is another prosocial

behavior influenced by reinforcement. Reinforcement is particularly effective at least early in

the learning series if context conditions are similar. Evidence exists to show some

generalization

More controversial has been the role of punishment in forming prosocial behavior. One study

found that donation rates of children could be increased by punishing episodes of failure to

donate.

The socialization process continues by peers with reinforcement and punishment playing

major roles. Peers are more likely to punish cross gender play and reinforce play specific to

gender.

4. Positive Discipline

Positive Discipline (or PD) is a discipline system used by schools that focuses on the positive

points of behavior. Some practitioners believe that educators should act with a philosophy

that there are no bad children, just good and bad behaviors. You can teach and reinforce the

good behaviors while weening out the bad behaviors without hurting the child verbally or

physically. Positive discipline includes a number of different techniques that, used in

combination, can lead to a more effective way to manage groups of students. Some of these

are listed below.

4.1 History

The Positive Discipline Parenting and Classroom Management Model is based on the

work of Alfred Adler and Rudolf Dreikurs. Dr. Adler first introduced the idea of

parenting education to United States audiences in the 1920s. He advocated treating

children respectfully, but also argued that spoiling and pampering children was not

encouraging to them and resulted in social and behavioral problems. The classroom

techniques, which were initially introduced in Vienna in the early 1920s, were

brought to the United Statesby Dr. Dreikurs in the late 1930s. Dreikurs and Adler

refer to the kind and firm approach to teaching and parenting as "democratic."

(Children the Challenge, Dreikurs)



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4.2 Five Criteria

There are 5 criteria for effective positive discipline:

o Helps children feel a sense of connection. (Belonging and significance)

o Is mutually respectful and encouraging. (Kind and firm at the same time.)

o Is effective long - term? (Considers what the child is thinking, feeling, learning, and deciding

about himself and his world and what to do in the future to survive or to thrive.)

o Teaches important social and life skills. (Respect, concern for others, problem solving, and

cooperation as well as the skills to contribute to the home, school or larger community.)

o Invites children to discover how capable they are. (Encourages the constructive use of

personal power and autonomy.)

Positive Behavior Support (PBS) is a form of child discipline that is a proactive and

positive approach used by staff, parents and community agencies to promote

successful behavior and learning at home and at school for all students. PBS supports

the acquisition of replacement behaviors, a reduction of crisis intervention,

theappreciation of individual differences, strategies for self control, and durable

improvement in the quality of life for all.

4.3 Preventative Measures

Part of using positive discipline is preventing situations in which negative behaviors

can arise. There are different techniques that teachers can use to prevent bad

behaviors:

Teachers can recognize groups of students who would not work well together

(because they are friends or do not get along well) and have them separated from the

start. Some teachers employ the "boy-girl-boy-girl" method of lining or circling up

(which may be sexist or effective, depending on your perspective).

Another technique would be to be explicit with the rules, and consequences for

breaking those rules, from the start. If students have a clear understanding of the rules,

they will be more compliant when there are consequences for their behaviors later on.

A series of 3 warnings is sometimes used before a harsher consequence is used

(detention, time-out, etc.), especially for smaller annoyances (for example, a student



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can get warnings for calling out, rather than getting an immediate detention, because a

warning is usually effective enough). Harsher consequences should come without

warnings for more egregious behaviors (hitting another student, cursing, deliberately

dissobeying a warning, etc.). Teachers can feel justified that they have not "pulled a

fast one" on students.

4.4 Using Gerunds

Gerunds are words ending in "ing". It is believed that using gerunds can help

reinforce the positive behavior a teacher would like to see rather than attacking a bad

behavior. For example, a teacher might see students running down the hall and calmly

say "walking" rather than yell "stop running" in an agitated voice. He might say

"gently" instead of yelling "calm down!"

4.5 Positive Recognition

Positive discipline includes rewarding good behavior as much as curtailing negative

behaviors. Some "rewards" can be verbal. Some are actual gifts.

Instead of yelling at a student displaying negative behaviors, a teacher/leader might

recognize student behaving well with a "thank you Billy for joining the line", or "I

like the way you helped Billy find his notebook." Recognizing a positive behavior can

bring a group's focus away from the students displaying negative behavior, who might

just be "acting out" for attention. Seeing this, students seeking attention might try

displaying good behaviors to get the recognition of the leader.

One persons submits this as a reward method: Students are given stamps in their

planner if they do well in a lesson. When they receive enough stamps from the same

subject (usually 3 or 5) the student has a credit. When 50, 100, 150, 200 and 250

credits have been awarded to a particular student, that student receives a certificate. If

a student meets certain behavioral criteria, they are rewarded with a trip at the end of

term.

Other rewards: A special chain or necklace students pass from one to another for

doing good deeds. High fives and positive words. Awards/achievements on the wall

of the classroom or cafeteria.



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5. Other Techniques

If a student is causing a distraction during class, a teacher might do something to gain the

attention of the student without losing momentum of the lecture. One technique is quietly

placing a hand on the shoulder of the student while continuing to speak. The student becomes

aware that the teacher would like them to focus. Another technique is to non-chalantly stand

in-between two students talking to each other. This causes a physical barrier to the

conversation and alerts the students to the teacher's needs. A third technique for a standing

group is to gently move the student next to the teacher.

A funny technique that requires a skilled PD practitioner is "the grocery list look". A gentler

version of "the evil eye" this look is not happy or mad, but focused. The teacher looks at the

student, places her tongue on the tip of her mouth, and thinks about a list of things to do (not

to the child!). This focused look, along with silence, makes a student just uncomfortable

enough to change behaviors, not enough to make them feel embarrassed or scared as an evil

eye might.

6. Evidence

Studies of implementation of Positive Discipline techniques have shown that Positive

Discipline tools do produce significant results. A study of school-wide implementation of

classroom meetings in a lower-income Sacramento, CA elementary school over a four-year

period showed that suspensions decreased (from 64 annually to 4 annually), vandalism

decreased (from 24 episodes to 2) and teachers reported improvement in classroom

atmosphere, behavior, attitudes and academic performance. A study of parent and teacher

education programs directed at parents and teachers of students with "maladaptive" behavior

that implemented Positive Discipline tools showed a statistically significant improvement in

the behavior of students in the program schools when compared to control schools. Smaller

studies examining the impacts of specific Positive Discipline tools have also shown positive

results. Studies have repeatedly demonstrated that a students perception of being part of the

school community (being "connected" to school) decreases the incidence of socially risky

behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and

marijuana use; violent behavior) and increases academic performance. There is also

significant evidence that teaching younger students social skills has a protective effect that



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lasts into adolescence. Students that have been taught social skills are more likely to succeed

in school and less likely to engage in problem behaviors.

Programs similar to Positive Discipline have been studied and shown to be effective in

changing parent behavior. In a study of Adlerian parent education classes for parents of teens,

Stanleyfound that parents did more problems solving with their teens and were less autocratic

in decision making. Positive Discipline teaches parents the skills to be both kind and firm at

the same time. Numerous studies show that teens who perceive their parents as both kind

(responsive) and firm (demanding) are at lower risk for smoking, use of marijuana, use of

alcohol, or being violent, and have a later onset of sexual activity. Other studies have

correlated the teens perception of parenting style (kind and firm versus autocratic or

permissive) with improved academic performance.

Topic : The Establishment Phase Of The Year

Topic Objective:


Establishment Phase of the Year


Establishment Phase of the Year: In the establishment phase of the year, effective teachers

work hard to set tip classrooms with positive routines and rules which assist the smooth

running of a class.

Students tend to be psychologically and developmentally ready to hear their teachers speak

about rules and enforce them at the beginning of the year, and to re-establish them at the

beginning of each term.

Key Points:

1. The Establishment Phase of the Year

In the establishment phase of the year, teachers explain time-out or cool-off time and why it

is necessary.



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In the establishment phase of the year, it is important that students know that certain

behavior, in and out of class, will result in particular consequences.

At a purely preventive level, it helps to use a team-teaching approach to begin the

establishment phase with a difficult group.

Schools introduce support staff to all students at a public assembly in the establishment phase

of the year.

In Section 3 of this course you will cover these topics:The Language Of Discipline

Some Problem Areas In Behavior Management

Topic : The Language Of Discipline

Topic Objective:


Corrective Discipline

Seven models of discipline

Class rules

Facts of classroom life

Five minute cool-off


Corrective Discipline: Corrective discipline is concerned with giving directions, reminders,

making statements, using appropriate questions and dealing with argumentative students.

It is important to consider the congruence of the directional language with the nonverbal

signals such as pausing, take-up time and conveying a positive tone.



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Key Points:

1. Seven Models of Discipline

The Kounin Model: Wittiness, Alerting, and Group Management

The Neo-Skinnerian Model: Shaping Desired Behavior

The Ginott Model: Addressing the Situation with Sane Measures

The Glasser Model: Good Behavior Comes from Good Choices

The Driekrs Model: Confronting Mistaken Goals

The Jones Model: Body Language, Incentive Systems, and Providing Efficient Help

The Canter Model: Assertively Taking Charge

2. Class rules

Every class needs a set of rules that governs two things--work habits and personal behavior.

To be most effective those rules must be jointly formulated, reasonable, positive, succinct,

observable, public, enforceable, and enforced. Penalties for breaking the rules should be

understood in advance. When rules are broken, those penalties must be applied immediately,

consistently, and impartially, without malice. Obsolete or unnecessary rules should be

dropped. All rules should be seen as law. They are to be obeyed. If unreasonable, they can be

changed, but so long as they are in effect they apply to everyone, students and teachers alike.

3. Four Facts of Classroom Life

Teachers enter this profession with a variety of views about human nature and how young

learners are likely to act. Some believe that students are angels and never willingly

misbehave, that if misbehavior does occur it is not the fault of the student but of conditions or

bad teaching. Others think that students will all misbehave unless thwarted. Some know that

students misbehave, but believe that a caring attitude by the teacher will erase the bad and

bring out only good behavior. Since teachers have so many different beliefs about students,

and most of the beliefs are at least partly true it is important in planning a personal system of

discipline that teachers understand and accept four basic facts about student behavior in the

classroom



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3.1 Students are going to Misbehave in School

Students are not always angels. Sometimes they act up, misbehave, and disrupt. Some

do it a little bit and others do it a lot. Even the best have their bad moments.

Therefore, teachers should not be so naive as to think that given nurturing atmosphere

students will always do what is right and good. They will frequently display behavior

that works against their ultimate well-being. That is when discipline is needed.

3.2 Students Need Discipline

Although some students misbehave a great deal and even misbehave occasionally,

teachers should not conclude that something uncontrollable makes them do it. All

students can behave appropriately if they wish to do so. Discipline helps students

learn what they may and may not do, and it shows them that someone cares enough

about them to restrict their erroneous behavior. Discipline makes better people of us

all, students and adults alike.

3.3 Teachers cannot teach effectively without discipline

Many teachers see teaching and discipline as entirely separate realms. In actuality,

they are very much the same: Both are processes for bringing about a lasting change

in behavior. But even if considered separate tasks, effective teaching cannot occur

without discipline. If no attempt is made to discipline, chaos is almost certain to

result, and students are severely hampered in learning in such an environment. If

attempts are made to discipline, but they are not nor is successful, much teaching time

lost. Without discipline teachers cannot fill their prime function, which is to teach.

3.4 Teachers can learn to Discipline Effectively

Effective discipline is a skill, a procedure, and a set of techniques that all teachers can

acquire and implement effectively.

4. Five Minute Cool-Off

The use of a five-minute cool-off time outside the room needs whole-school acceptance,

especially when students are likely to be as disruptive outside as they are inside.



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Developing a whole-school approach to swearing around the school involves having a

school-wide philosophy on positive language and mutual respect and then developing

common practices for dealing with them in the short-term.

Without a common whole-school agreement on time-out philosophy and a supportive context

for its application, teachers-especially in difficult schools-are placed under significant,

unnecessary stress.

The primary function of rules is to establish the way we do things.

Over-exuberant male play of the testosteronic variety can be dealt with by a warning (short-

term) and a healthy whole-school discussion on the issue in the establishment phase of the

year.

Topic : Some Problem Areas In Behavior Management

Topic Objective:


Behavior management problems areas

Avoiding abuses

Preventive Discipline

Supportive Discipline

Corrective Discipline

Strategies for Establishing an Effective Discipline Program in your Classroom


Behavior Management Problems Areas: To make any time-out system work, as with any

whole-school plan, clear guidelines and regular communication are essential, as well as

commitment to positive consistency.

To have a known and written consequence for every kind of disruptive behavior, there needs

to be whole-school agreement on what the unambiguous consequences will be for totally

unacceptable behavior.



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Key Points:

1. Avoiding Abuses

Avoiding abuses associated with referral requires a whole-school understanding of how that

support should work for the classroom teacher.


school-wide philosophy on positive language and mutual respect.

A whole-school approach to bullying contains clear policy guidelines and due support

processes for victims of bullying.

By developing a whole-school approach, we allow all students to enjoy their right to feel safe

at school.

2. Preventive Discipline

Preventive discipline has to do with preventing misbehavior before it occurs. Teachers have

been long told thata effective curriculum and teaching prevent discipline problems, or that

good management does the trick, or scowling, or getting in one=s bluff from the first day.

These factors do not take care of all the problems. If they did we would have no behavior

problems. Each, however, contains a kernel of truth. Effective curriculum, teaching, and

management are positive and productive. Scowling and bluffing may work to some extent,

but they tend to turn students against the teacher. Good preventive discipline should rally

students to you, not against you.

3. Supportive Discipline

Supportive discipline consists of the application of a number of gentle though effective

techniques that assist students in maintaining their own self-discipline. Essentially, they are

techniques that constantly remind students that the teacher is aware of their activities, is

willing to help, and will not allow misbehavior to get started. These techniques allow the

teacher to keep students on track without nervousness or distress. Feelings remain positive.



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4. Corrective Discipline

Corrective discipline consists of the moves teachers make to support, correct, and re-channel

misbehavior. Despite teachers= best efforts in preventive and supportive discipline, a certain

amount of misbehavior is bound to occur in the classroom. Corrective discipline stops the

misbehavior and puts the students back on a productive line of work without undue waste of

teaching and learning time. At its best, it minimizes negative feelings and attitudes while

helping foster positive work and improved self-discipline.

5. Strategies for Establishing an Effective Discipline Program in your Classroom

5.1 Take charge in the classroom

Every authority on discipline agrees: teachers must take charge firmly in their classes,

and there should be no doubt about it. They can be pleasant, but they must at the same

time be forceful. They usually call for some student input, but they make the final

decisions.

5.2 Make good rules for class conduct

Rules should be short and clear, five or six in number. Students should be involved in

establishing them. The rules should be stated positively and posted in the classroom.

They should be explained so that all students understand. Consequences for abiding

by the rules and for breaking them should be explained also. The rules should be

reviewed periodically and revised as needed.

5.3 Expect the best of students; say it and show it.

Rules are made and posted to inform students and remind them of expectations. Every

student can abide by them and every student is expected to do so voluntarily because

they are in students= best interest.

5.4 Enforce the rules consistently.

Rules are worthless if not enforced. Students understand them and the consequences

that entail from breaking the rules plainly. When they choose to break the rules, they



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choose the consequences. Teachers should without hesitation invoke the

consequences that are chosen.

5.5 Allow no destructive behavior

Never allow students to behave in ways that disrupt teaching or learning. Such

behavior is destructive. Good discipline assists constructive behavior, permitting good

instruction and promoting good learning.

5.6 Manage groups and lessons efficiently.

Pace lessons so that boredom does not become a problem. Move from on lesson to

another smoothly, without wasting time. Boredom and rough transitions provide

fertile grounds in which undesired behavior can grow.

5.7 Teach students how to choose good behavior.

Show students that they can choose between good and bad behavior. Show them that

good choices lead to success, acceptance, and esteem. Help them to decide whether

their choices are good or bad. Reinforce them when they make good choices.

5.8 Use effective styles of talk with students.

Hostile talk and wish-washy talk are both ineffective. Speak plainly and matter of

faculty. Be calm, but forceful and insistent.

5.9 Provide an abundance of genuine success.

Every student longs for success and recognition. Provide genuine success through

progress and acknowledgment. Reinforce students in ways most effective for the

group and individual. Help students keep charts that show graphic evidence of

progress. Call this progress to the attention of their parents.

5.10 Reduce failure to a very low level.

Failure and errors are not synonymous. One can make errors and still be successful.

Failure results from lack of growth. Even with growth, lack of recognition can cause



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the feelings of failure. Failure should be kept at a minimum because it tends to feed

on itself. When people see themselves as failures, they tend to behave more often as

failures.

5.11 Shape behavior through systematic reinforcement.

Implement a system of behavior modification. Be sure it is in keeping with the

maturity level of the students.

5.12 Confront misbehavior forcefully but positively.

Some misbehavior can be ignored, but when it becomes disruptive to teaching and

learning it must be dealt with.

5.13 Involve the logical consequences of good and bad behavior.

When students comply with rules, they should be rewarded. When they break rules,

they should be punished. In either case they are aware of the consequences prior to

their actions. When students choose to behave or misbehave; at the same time they are

choosing rewards or punishments. This principle must be made absolutely clear to the

students. The teacher in turn must apply it consistently and dispassionately.

5.14 Do all you can to support good behavior.

Discipline tends to focus on misbehavior, since that is a major source of problems

with teachers. However, good behavior should continually be supported.

5.15 Teach good behavior though good example.

Be the best model you can be for your students. Show concern, manners, and

courtesy. Be polite and helpful. Have students practice the behaviors modeled for

them. Reinforce them when they repeat desired behaviors that have been modeled.

5.16 Stress good manners and living the golden rule.

Make it plain from the outset that you have high standards of student conduct. You

expect students to use good manners. You expect them to live by hegolden rule.



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Forbid their use of sarcasm or cruelty. Reward them when they show kindness and

consideration.

5.17 Establish a good support system for your program of discipline.

At times students may refuse to obey the rules. On those occasions a teacher must be

able to count on immediate positive support from the principal, other teachers, and

parents.

5.18 Set up a production communication system with parents.

Parental support is very important. You can secure it if you inform the parents of your

program, activities, and expectations regarding student behavior. Rules, consequences

and enforcement procedures should be described in writing and furnished to parents.

Stress that your control system is necessary for maximum learning and that it teaches

students to relate to each other in positive ways.

5.19 Communicate regularly and clearly with students.

By talking with the students formally and informally you show that you are concerned

about them, that you care about their learning and behavior.

5.20 Be persistent: never give up.

Do not quit; do not excuse misbehavior; do not cave in before student hostility. Keep

your poise. Keep trying. The essence of discipline is caring enough that you will let

nothing interfere with teaching and learning. This caring is one of the best

contributions you can make to the welfare of your students.

In Section 4 of this course you will cover these topics:Managing Playground Behavior/Bullying

Supporting Colleagues: A Whole-School Plan

Topic : Managing Playground Behavior/Bullying

Topic Objective:




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Bullying

School bullying


Bullying: Bullying is the act of intentionally causing harm to others, through verbal

harassment, physical assault, or other more subtle methods of coercion such as manipulation.

Bullying can be defined in many different ways. Although the UKcurrently has no legal

definition of bullying, some US states have laws against it. Bullying is usually done to coerce

others by fear or threat.

Bullying in school and the workplace is also referred to as peer abuse.

In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser

who possesses more physical and/or social power and dominance than the victim. The victim

of bullying is sometimes referred to as a target. The harassment can be verbal, physical

and/or emotional. Sometimes bullies will pick on people bigger or smaller than their size.

Bullies hurt people verbally and physically. There are many reasons for that. One of them is

because the bullies themselves are or have been the victim of bullying (e.g. a bullying child

who is abused at home, or bullying adults who are abused by their colleagues).

Many programs have been started to prevent bullying at schools with promotional speakers.

Bullying consists of two types - verbal and physical.

Norwegian researcher Dan Olweus defines bullying as when a person is "exposed, repeatedly

and over time, to negative actions on the part of one or more other persons." He defines

negative action as "when a person intentionally inflicts injury or discomfort upon another

person, through physical contact, through words or in other ways."

Bullying can occur in any setting where human beings interact with each other. This includes

school, church, the workplace, home and neighborhoods. It is even a common push factor in

migration. Bullying can exist between social groups, social classes and even between

countries



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Whole School Approach: In a whole- school approach, policy development focuses on the

need to work and act collaboratively with reasonable consistency within a supportive

framework.

A childs causative pathology for behavior will contribute to a childs disruptive behavior at

school.

Key Points:

1. Effects

The effects of bullying can be serious and even fatal. Mona OMoore Ph. D of the Anti-

Bullying Centre, Trinity College Dublin, said, "There is a growing body of research which

indicates that individuals, whether child or adult who are persistently subjected to abusive

behavior are at risk of stress related illness which can sometimes lead to suicide".

Victims of bullying can suffer from long term emotional and behavioral problems. Bullying

can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility

to illness.

The National Conference of State Legislatures said:

"In 2002, a report released by the U.S. Secret Service concluded that bullying played a

significant role in many school shootings and that efforts should be made to eliminate

bullying behavior."

2. Characteristics of Bullies

Research indicates that adults who bully have personalities that are authoritarian, combined

with a strong need to control or dominate. It has also been suggested that a prejudicial view

of subordinates can be particular a risk factor.

Further studies have shown that while envy and resentment may be motives for bullying,

there is little evidence to suggest that bullies suffer from any deficit in self esteem (as this

would make it difficult to bully). However, bullying can also be used as a tool to conceal

shame or anxiety or to boost self esteem: by demeaning others, the abuser him/herself feels

empowered.



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Researchers have identified other risk factors such as quickness to anger and use of force,

addiction to aggressive behaviors, mistaking others' actions as hostile, concern with

preserving self image, and engaging in obsessive or rigid actions.

Bullying may also be "tradition" in settings where an age group or higher rank feels superior

than lowerclassmen, such as in the Russian Army where conscripts in their second year of

service typically bully and control first year conscripts.

It is often suggested that bullying behavior has its origin in childhood:

"If aggressive behavior is not challenged in childhood, there is a danger that it may become

habitual. Indeed, there is research evidence, to indicate that bullying during childhood puts

children at risk of criminal behavior and domestic violence in adulthood."

Bullying does not necessarily involve criminality or physical violence. For example, bullying

often operates through psychological abuse or verbal abuse.

Bullying can often be associated with street gangs, especially at school.

3. School Bullying

School bullying is a type of bullying that occurs in connection with education, either inside or

outside of school. Bullying can be physical, verbal, or emotional and is usually repeated over

a period of time.

School shootings have focused attention on student bullying, with shooters in several of the

worst shootings reporting they were bullied.

Studies prompted by the shootings have shown long-lasting emotional harm to victims. The

studies also revealed that bullies themselves are likely to suffer problems as children and

adults.

Many educational institutions have implemented anti-bullying campaigns. Studies in

Norwayand Englandconfirm these programs can be effective. The programs usually focus on

increasing awareness and supervision, establishing clear rules, and providing support and

protection for victims.



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Children who are gay or gender variant are particularly vulnerable to bullying. The gender

variant child may well wish to transition to his/her affirmed gender role and this needs

particularly sensitive treatment by the school. A recent publication, sponsored by the United

Kingdom Home Office gives a number of case studies of transsexual children and provides a

toolkit for schools to deal with the issues that arise .

4. Types of bullying and what it means to bully

School bullying is behavior intended to harm or disturb the victim. It can be physical or

emotional and can occur in person, electronically, or indirectly.

4.1 Physical school bullying

Examples of physical bullying include:

o Punching

o Shoving

o Slapping

o Other acts that hurt people physically and emotionally

o Wedgies [of all types]

o Attacking

o Pranks

o Teasing and abusing

4.2 Emotional School Bullying

Examples of emotional bullying include:

o Spreading bad rumors about people

o Keeping certain people out of a "group"

o Teasing people in mean ways

o Getting certain people to "gang up" on others

o Name calling

o Taunts, Insults etc

o Harassment

o Provocation



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4.3 Electronic Bullying: (Cyber-Bullying)

Bullying also can happen on-line or electronically. This form of harassment is known

as Cyber-bullying. It occurs when someone bullies through the Internet, mobile

phones or other electronic means. Examples include:

o Sending mean-spirited text, e-mail, or instant messages.

o Posting inappropriate pictures or messages about others in blogs or on Web sites.

o Using someone else's user name to spread rumors or lies about someone.

o Lying to hurt internally and externally.

Topic : Supporting Colleagues: A Whole-School Plan

Topic Objective:


School Policy

Points to remember


School Policy: A school policy needs a parallel commitment to pastoral care of staff as well

as students

A key behavioral consequence in school discipline policy - and practice - is the use of 'time-

out' when students are behaving in repeatedly disruptive ways in the classroom

When students fail to comply with firmly stated instructions, the school behavior policy must

set out procedures to support teachers, to ensure that students are held accountable for their

actions.

Medical profession began developing a list of childhood conditions that presently number

over 200. These are regularly added to and are used to label those children whose behavior

falls outside the accepted mythical normal standard.



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Key Points:

1. Points to Remember

1.1 All students seek acceptance, belonging, and success.

Most social behavior in the classroom is related to the student=s desire to attain

acceptance, gain a feeling of belonging, and enjoy a measure of success. Students tend

to behave in socially acceptable ways when appropriate avenues towards those ends

remain open to them. When the avenues are closed off they turn to unsuitable means

for reaching the goals. This result in unacceptable behavior, that is, discipline

problems

1.2 All students can behave acceptably; it is a matter of choice, and students

make their own decisions.

There is no excuse for bad behavior. All students, except for some known brain

dysfunction, can behave acceptably. Behavior is a matter of choice. Students choose

to behave the way they do, usually because of rewards they receive or hope to receive

from others

1.3 Discipline helps bring success, which is a powerful motivator with a

snowballing effect.

When students grow in learning and desirable behavior, and when they are recognized

for that growth, they experience a feeling of genuine success.

1.4 The teacher is the most important figure in establishing class discipline.

Wise teachers involve students and parents in the process of establishing rules of

discipline. But it is the individual teacher that sets the tone, establishes the

expectations, enforces those expectations, and continually strives to help students

avoid self-destructive behaviour



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1.5 Teacher persistence and genuine caring are essential.

Teachers cannot love all students, but they can care genuinely about their behavior,

for the sake of everyone concerned. Teachers who truly care never give up in

attempting to shapestudent behavior in directions that bring success rather that self-

defeat.

1.6 Effective school discipline requires the collaboration of many different

people.

The individual teacher is certainly the most powerful figure in classroom discipline,

but even the most competent teacher requires the collaboration of others.

1.7 Discipline depends on consistency and follows up.

As nearly as possible, teachers must react the same way every time to student

misbehavior. They must not appear exasperated or angry when invoking

consequences, although it is fine to show anger at other times. They must always

follow up on student behavior, never ignoring violations of class rules, and be sure

consistently to invoke the established consequences for student behavior whether

good or bad.

1.8 Seriousness, rules, and high expectations underlie effective systems of

discipline.

It is essential that in developing a personal system of discipline teachers be serious

about teaching and learning, that they work with students to develop a good workable

set of class rules, and that they then genuinely expect students to abide by the rules.

This produces a sense of purposefulness that students tend to acquire, expect, and

appreciate.

1.9 Students who choose to break the rules must endure the consequences that

accompany the rules.

Consequences are not arbitrary punishments. They are results that students choose just

as they choose their behavior. Teachers must explain in detail the consequences and



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their linkage to the rules in advance. When students choose to break the rules teachers

invoke the consequences. The entire process is depicted as students= choosing the

consequences.

1.10 The correction of misbehavior should involve redirecting the student.

Teachers must remember that students do not always know how to behave correctly.

They may need to be shown proper behavior, reminded of it, and reinforced when

they do what is expected.

1.11 One of the best ways to teach good behavior is through example.

Students imitate teachers. If teachers are kind and respectful, students tend to be kind

and respectful. Because imitation learning is so powerful, teachers should endeavor to

provide the best possible example through their own personal behavior.

In Section 5 of this course you will cover these topics:Developing A Behavior Management Policy

Topic : Developing A Behavior Management Policy

Topic Objective:


School Policy

Student Rights

Teacher Rights


School Policy: A school policy needs a parallel commitment to pastoral care of staff as well

as students. A key behavioral consequence in school discipline policy - and practice - is the

use of 'time-out' when students are behaving in repeatedly disruptive ways in the classroom.

When students fail to comply with firmly stated instructions, the school behavior policy must

set out procedures to support teachers, to ensure that students are held accountable for their

actions. Medical profession began developing a list of childhood conditions that presently



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number over 200. These are regularly added to and are used to label those children whose

behavior falls outside the accepted mythical normal standard.

Key Points:

1. Whole SchoolApproach

The use of a five-minute cool-off time outside the room needs whole-school acceptance,

especially when students are likely to be as disruptive outside as they are inside.


school-wide philosophy on positive language and mutual respect and then developing

common practices for dealing with them in the short-term.

Without a common whole-school agreement on time-out philosophy and a supportive context

for its application, teachers-especially in difficult schools-are placed under significant,

unnecessary stress.

The primary function of rules is to establish the way we do things.

Over-exuberant male play of the testosteronic variety can be dealt with by a warning (short-

term) and a healthy whole-school discussion on the issue in the establishment phase of the

year.

2. Student Rights

Students may be considered to have several basic rights in the classroom. These are rights to

which they are entitled and which they should expect, but which unfortunately they often do

not enjoy.

The right to a learning environment that is appropriately well ordered, peaceful, safe, non-

threatening, and conducive to learning.

The right to having a caring, well-prepared teacher who instructs effectively and who limits

students= inappropriate self-destructive behavior.

The right to choose how to behave, with full understanding of the consequences that

automatically follow their choices.



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3. Teacher Rights

Teachers like students are entitled to certain conditions that are so crucial to teaching and

learning that they are to be considered basic rights. Teachers should insist, for the good of

everyone concerned, that these rights be established and easily afforded.

The right to establish optimal learning environments that are consistent with the teacher=s

individual strengths and weaknesses.

The right to teach in ways that meet the learning needs of the students in the class.

The right to expect behavior from students that contributes to their optimal growth, while also

meeting the reasonable needs of the teacher.

The right to teach in a climate that is free from disruptions.

The right to ask and receive help and backing from administrators and parents.



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the whole-school approach seeks to address teacher

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